1. Health Services Career Pathway Summit April 29, 2004 Office of Medical Education John A. Burns School of Medicine University of Hawai‘i Health Services Career Pathway Summit April 29, 2004 Office of Medical Education John A. Burns School of Medicine University of Hawai‘i

2. Agenda for today… 1.“What is PBL?” 2.A hands-on experience with PBL 3.“What comes next?” 4.The role of the PBL facilitator 5.PBL and the DOE Health Content Standards

3. Office of Medical Education University of Hawai‘i John A. Burns School of Medicine “What is PBL?” A Brief Introduction to Problem-Based Learning

4. Imagine yourself... …back in school as a student again...

5. Traditional education Many hours of lectures each week. Examinations that emphasize the memorization of facts

6. Traditional education In a given day students could have separate classes on many different disciplines No clear connections made between coursework and life or their future careers Welcome to Health Education English Social Studies

7. Educators have been looking for a better way… Create more meaning to the student Better develop students’ learning skills and habits Encourage students to be more active in their learning Encourage students to seek out more of the resources that are available to them Emphasize understanding and application rather than just memorization of facts

8. Now imagine an educational experience where... You are learning about various disciplines through the study of cases or stories. You are learning primarily via active, small- group methods rather than large group lectures. The emphasis is on learning and understanding, not just memorizing facts.

10. At the School of Medicine… We’ve been using PBL as our primary method of education since 1989. We are one of the few medical schools in the country that can make this claim. We have graduated over 500 physicians using this method. We’re always excited about sharing what we can to help others develop their own PBL curricula!

11. PBL in a nutshell... Primary use of small-group discussions about “patient stories” rather than large group lectures Emphasis on having students identify their own learning needs and interests Emphasis on understanding and applying, rather than just memorizing

12. Educational paradigms Teacher-CenteredVs. Student-Centered Subject-BasedVs.Problem-Based PassiveVs.Active PBL is...

13. What are the steps of the PBL process?

14. Keeping it simple... Step 1: Working through (new) pages of a case in small groups with the goal of identifying shared learning priorities Step 2: Independent research of identified learning needs and preparation of presenting what is learned to others Step 3: Sharing what is learned with group members and applying new understanding back to case

15. Step 1 Facts Problems Hypotheses Need-to-know Learning Issues

16. An example: Sadie Sadie is a fellow student in your freshman school health education class. Bright and generally outgoing, you notice that she is unusually quiet and withdrawn today as your class discusses “domestic violence”, especially during the part on “date rape”. You find her crying in the bathroom after class.

17. Facts What are the key facts provided in the text provided on each page of the case? This step helps the small group create a “shared group memory” on the board.

18. Facts

19. Problems Which of the facts identified are areas of concern or potential issues to pursue further from your perspective as a student in your respective class? Think broadly, include all possibilities

20. Problems

21. Hypotheses What are possible explanations for the set of facts and problems you’ve identified? Think at various levels: –mechanisms or causes –associations or relationships –personal motivations

22. Hypotheses

23. Need-to-know What other specific information do you want or need to help you understand the case better? Another way of looking at this: “If this were a mystery novel, what would you hope is written on the next page?”

24. Need-to-Know

25. Learning issues What specific things do you feel you need to study or learn more about to better understand this case? This list will become the basis for what students go out and learn about between class/PBL sessions.

26. Learning Issues

27. Reviewing Step 1 Facts Problems Hypotheses Need-to-know Learning Issues

28. Onwards... Hands-on PBL Experience What comes next? The role of the PBL facilitator PBL and the DOE Health Content Standards

29. Let’s experience some PBL for ourselves... Introduce tutors

30. Our tutors for today… Mr. Michael Fukuda Dr. Walter Imai Dr. Joshua Jacobs Dr. Richard Kasuya Dr. Kenton Kramer Dr. Ivy Lee-Nip Dr. Winnie Mesiona-Lee Dr. Damon Sakai Dr. Gwen Naguwa

31. Outbreak!

34. Research and synthesis through –discussions with teachers’ –reading textbooks and journal articles –using the internet –discussions with community resources –discussions with other students –reflection and self-assessment preparation of learning issues to ‘teach’ peers World Wide WEB

35. Reconvene (? in small group) Review learning issues through interactive, dynamic peer teaching Re-analyzing the case Confirm understanding of key principles Summarizing key points learned

36. X O O OO X

37. Learning games TV Scripts Build Models Role playing Make a Movie Food and Music

38. -Adaptation of process to larger group, such as a class room where there is only one teacher -Takes time initially while students learn the process and acquire skills in fulfilling various roles -Has worked in various settings

39. -Process: 1. Break class into smaller groups with students rotating role as facilitator 2. Teacher announces topic(s) for discussion; brings class back together for feedback 3. Teacher circulates and helps facilitate small group discussion

40. Questions? Discussion?

42. The ability to be responsible for one’s own learning. The understanding that it is essential for human beings to work together. The ability to be involved in complex thinking and problem-solving. The ability to recognize and produce quality performance and quality products. Health Content Standards Department of Education August 1999

43. Injury and Violence Prevention Alcohol and Other Drug Use Prevention Sexual Health Tobacco Use Prevention Nutrition & Physical Activity Mental and Emotional Health Personal and Consumer Health Injury and Violence Prevention Alcohol and Other Drug Use Prevention Sexual Health Tobacco Use Prevention Nutrition & Physical Activity Mental and Emotional Health Personal and Consumer Health

44. Access a variety of health information resource(s), products, and services. Provide complete and accurate citations. Evaluate the validity of resources Access a variety of health information resource(s), products, and services. Provide complete and accurate citations. Evaluate the validity of resources

45. Student-Centered Problem-Based Active Life-Long Learning

46. Thank you for your participation!